Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: Your task is to create a comic strip that promotes healthy decision making and goal setting.
Role: You are a cartoonist.
Audience: Maine Centers for Disease Control
Situation: The challenge involves dealing with the consequences of short term decisions on long term health and health goals.
Product/Presentation: You will create a comic strip in order to compare the consequences of two teenagers who make different choices when faced with the same decision.
Standards (Criteria from both rubrics - product and presentation): Comic Life Rubric: Content, clarity, neatness, aesthetics, spelling and grammar and stays on topic. Presentation Rubric: Posture and eye contact, enthusiasm, stays on topic, speaks clearly, prepared, listens to other presentations.
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
• Blog: Students will track daily health practices.
• Flowchart using publisher: Students will show small step leading up to achievement of a long term health goal.
• Glogster: Students will create a poster representing their long term health goal and why it is important to them.
• Prezi: Students will analyze personal health status in a Prezi presenation.
• Comic Life: Students will imagine their health in 1 year, 10 years and 20 years
• Garage Band podcast: Students will create a podcast that reflects on a personal health choice and the consequences.
Student Self-Assessment and Reflection
Self-Assessment(SA)
• Pre assessment: KWL, alphaboxes, blog entry
• Checking for Understanding: Thumbs up/down, circle/triangle/square, exit pass, example/non-example, every pupil respond and handprint
• Timely Feedback: Peer assessment, self assessment and teacher feedback
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
• Short term impulsive decisions affect long personal health.
• Students demonstrate the ability to make decisions and set goals to enhance health. 9-Diploma
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
• Decision Making
• Goal Setting
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
You are an up and coming cartoonist desperate for a new project. After completing a rigorous interview the Maine Centers for Disease Control (CDC) has hired you! The CDC is creating a new campaign promoting making healthy decisions and achieving health goals. As part of this campaign the CDC will be featuring comic strips in local Maine newspapers. Your specific assignment is to create a cartoon that shows the consequences of two teenagers who each make very different choices. Both teens have similar health goals but each make different choices when faced with the same decision. This campaign will target all high school students in Maine. Once you have successfully completed a comic strip that entertains your target audience while simultaneously showing completion of you task the CDC will pay you $10,000. The campaign roll out date is coming right up so you better get started!
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
• Comic Life
• Oral Presentation
By what criteria will student products/performances be evaluated?
Stage 2 - Determine Acceptable Evidence.
Role: You are a cartoonist.
Audience: Maine Centers for Disease Control
Situation: The challenge involves dealing with the consequences of short term decisions on long term health and health goals.
Product/Presentation: You will create a comic strip in order to compare the consequences of two teenagers who make different choices when faced with the same decision.
Standards (Criteria from both rubrics - product and presentation): Comic Life Rubric: Content, clarity, neatness, aesthetics, spelling and grammar and stays on topic. Presentation Rubric: Posture and eye contact, enthusiasm, stays on topic, speaks clearly, prepared, listens to other presentations.
• Flowchart using publisher: Students will show small step leading up to achievement of a long term health goal.
• Glogster: Students will create a poster representing their long term health goal and why it is important to them.
• Prezi: Students will analyze personal health status in a Prezi presenation.
• Comic Life: Students will imagine their health in 1 year, 10 years and 20 years
• Garage Band podcast: Students will create a podcast that reflects on a personal health choice and the consequences.
• Checking for Understanding: Thumbs up/down, circle/triangle/square, exit pass, example/non-example, every pupil respond and handprint
• Timely Feedback: Peer assessment, self assessment and teacher feedback
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
• Clarity 10%
• Neatness 10%
• Aesthetics 10%
• Spelling and grammar 10%
• Stays on topic 20%
• Enthusiasm 20%
• Stays on topic 20%
• Speaks Clearly 20%
• Prepared 10%
• Listens to other presentations 10%